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Click on the plus icon in the bottom right hand corner of the screen.

On the pop-up, add your name, label response 1, then record a response to, “What connections can you make between the high impact instruction elements and the Arkansas TESS Rubric Descriptors for Teachers?”

On a second pop-up, add your name, label response 2, then record a response to, “What questions does a teacher ask as he/she plans for high quality instruction?”

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Q1:

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Q2:

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Q1: After watching the video on Planning and Delivering High Quality Instruction, it’s clear that high-impact instruction aligns closely with the Arkansas TESS Rubric. The emphasis on purposeful planning connects directly with TESS Domain 1, especially 1c (Setting Instructional Outcomes) and 1e (Designing Coherent Instruction). These elements stress that effective planning must be standards-based, focused on student needs, and designed for engagement.
In terms of instructional delivery, the video supports TESS Domain 3, specifically 3a (Communicating with Students) and 3c (Engaging Students in Learning). Teachers must deliver lessons that are clear, interactive, and responsive to real-time student understanding.
The video’s focus on measurement and reflection ties directly to 3d (Using Assessment in Instruction) and 4a (Reflecting on Teaching). Using formative assessments to guide instruction ensures we are not just teaching, but actually impacting student learning.
These connections show that high-impact teaching is rooted in intentional planning, engaging delivery, and continuous assessment. This is what the TESS Rubric promotes for teacher excellence.

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Q1: The high impact instruction elements and the Arkansas TESS Rubric consistently overlap. Both focus on research, collaboration, consistency, reflection, instructional methods, differentiation, and focusing on student learning.

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Q2: What do my students already know? What do I want them to know? How can I differentiate within the lesson? How will my students know when they have mastered the content? How will I assess this? IS this able to be assessed? Does this align with standards in some way? How much time will this take?

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Q2: As a teacher plans for high quality instruction some questions need to be asked: What materials,etc do I need, What is my goal/objective/learning target/standard, What is my delivery (is this new material? will then need some background?)

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Q1: The descriptors on the TESS rubric under the highly effective column describe an effective teacher to a T. By being highly effective and emboding those things you will have a high impact on student learning and instruction. Good quality instruction lends itself to high impact on your students.

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Q2: When planning a lesson for high quality instruction a teacher first looks at the standards. He or she determines what student mastery of this standard looks like. The teacher then needs to think about where their students are at. A teacher may need to start instruction by going back to the grade level before to ensure most students are ready for this standard. A teacher must also look at what misconceptions students might have and how to mediate those. Students are probably coming from a diverse background and the teacher must connect the lesson to what students already know. There must be a plan for assessment and what to do when students do not master the standard, and if they do where do you go next.

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Q2: When planning for high-quality instruction, a teacher must ask purposeful and reflective questions to ensure lessons are aligned, engaging, and effective. Some key questions include:

What are my learning goals and standards? Am I clearly aligning instruction with grade-level expectations and essential skills?
How will I know if students are learning? What formative and summative assessments will I use, and how will I adjust based on the results?
What prior knowledge or misconceptions might students bring? How can I build on what they already know and address any gaps?
What strategies will engage all learners?How can I differentiate to meet the needs of diverse students, including those with IEPs, English learners, and gifted students?

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Q1: High Impact teaching should include intentional planning, student engagement, and continuous assessment that is all aligned to standards.

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The high impact instruction elements I felt like were a summarized version of the TESS rubric. Being knowledge of our students' ways of learning, interest and goals help us to plan a strong lesson which help us to have clear learning goals for our students. Being knowledgeable of our students goes hand in hand with creating that safe, goal achieving and motivating classroom for our students. Our students will not want to engage in lessons or feel motivated to reach their goals if we are not knowledgeable in them or our standards. Feedback is so important for not only us but also for our students so that they can feel successful in their learning which will then build on the classroom environment. Being knowledgeable of our students helps us to be flexible in a lesson when we feel like it is not reaching the students to their goal, and we need to modify it right in the middle of the lesson because we all know sometimes lessons sound amazing on paper, but each class is different, and it may not always go as plan :)

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*What prior knowledge does my students have?

*What do I want them to be able to do after this lesson?

*How will I know my students understand this?

*What does my data show about my students' goals?

*What will be the best way to assess their knowledge?

*What different ways could I present this information?

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Q2:

Possible questions needing to ask include:

What are the learning/essential standards students need to know?

What are the possible misconceptions?

How can I differentiate for students that need it?

What strategies will I use to engage my students?

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Q1: The Arkansas TESS rubric and the high-impact instruction element were closely related. They both focus on high-quality teaching with student learning as the focus.

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Q1: The connections between high impact teaching and TESS are consistently aligned. They both communicate the importance of having and planning for a clear standards based objective and then following through with communicating that objective when both planning with other teachers and through delivery to the students.

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Q2:

What do I want my students to know at the end of this lesson?

How will I assess learning?

How will I differentiate my instruction?

How can I effectively engage my students?

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Q1: Both high impact instruction and Arkansas Tess both focus on a culture for learning, collaboration and modeling reflective practices focused on student learning.

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Q1: The connections I found between the high impact instruction elements and the Arkansas TESS Rubric Descriptors for Teachers are that both frameworks focus on effective teaching practices that improve student learning and growth. Specifically, both have a strong emphasis on student engagement, knowledge of content and pedagogy, clear goals and ongoing assessment, and purposeful questioning methods.

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Q2: What do your students already know? What is it that you are wanting them to know? What measurement tool will you use to assess they have learned? What will you do if they do not show they have learned? What could be some common misconceptions? What are different teaching strategies you can implement to help ensure your individual students will learn best?

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When looking at planning and delivering high quality instruction, with the TESS rubric and high impact instruction it is noticeable that there is clear overlap in continuing learning through high quality research or resources, focusing on student achievement and learning through learning standards, targets, goals, and success criteria, and creating clear and purposeful instructional practices.

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Q1: The high impact instructional elements and the TESS Rubric go hand in hand. They both call for learning about your students backgrounds and preparing lessons that are going to engage them and engage their background knowledge. Student outcomes are clear using highly effective instructional methods. Teacher use high quality assessment and reflect upon that data.

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Q1: I saw many connections between high impact instruction elements and the TESS. It is all about students and their learning. Both are about being purposeful in planning and implementing and reflecting to make instructional decisions.

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Q2: “What questions does a teacher ask as he/she plans for high quality instruction?”

What do my students already know? What higher level questions can be asked? How will I know they've learned it? What do my extensions and interventions look like?

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What is the goal of the lesson? How will students get there? How will I know and understand where students are? What steps will the students take in order to meet the goal? What do I need to address before teaching? What misconceptions can I plan for? Where are my students now? What will I do to engage the students in the lessons? How do we plan for students' individual needs and interests?

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Q1: Here are two connections that I made:

1. Teachers clearly communicate what students are expected to learn and how they will know if they are successful. (Domain 1c: Setting intructional outcomes-Outcomes are clear. measureable, and aligned with standards.) (Domain 3a: Communicating with students- Instructional purpose and expectations are made clear).

2. Teachers gather real time data on student understanding and provide targeted feedback to guide learning. (Domain 3d: Using assessment in instruction- Teachers use formative assessments and adjust instruction based on student needs.) (Domain 3c: Engaging students in learning- Teachers make adjustments to keep all students appropriately challenged.)

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Q2: When a teacher is planning for high quality instruction, she/he should ask themselves several questions.

- What is the learning target that my students need to understand?

-How will I know when they understand it?

-What will I do if they do not have the understanding?

-What will I do when they do have the understanding?

-What questions will I ask?

-How will I keep the students engaged?

-We resources will I need?

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Q1: High-impact instruction and TESS overlap consistently. To be highly effective/to have high-impact instruction, you have to let the students' data guide your instruction. You must focus on the students' needs when designing, engaging, and implementing instruction. You need to have research-based plans for your students.

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Q2:

What do I want my students to learn?

How does this lesson align with state standards?

What learning targets and or success criteria will I communicate to my students?

What do my students already know about the topic?

How will I explicitly teach and model the skill?

How will I make the learning relevant and meaningful to my students?

How will I know if my students are meeting the learning goals?

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Q2: What do my students already know, and how can I build on it? What can I do to differentiate the lesson to meet the needs of all my students? What does the learning goal say they should know and be able to do by the end of the lesson? How will I support and challenge students?

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Q1: I saw a connection between the planning aspect discussed in the video and the TESS Rubric. As an educator, we need to know our standards in order to teach. But, to take it further and be more effective, we need to add in higher level questioning and research-based strategies in order to reach all students. We often need to differentiate in order to meet each student where they’re at. So planning and delivering goes is very in line with our TESS rubric.

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Q1: The high impact instruction elements and the TESS Domains Rubric are both focused on increasing student learning by researching, implementing, and reflecting on instruction.

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Q2: The types of questions a teacher needs to ask themselves when they’re planning are things like:

“What do my students know currently?”

“What do I need my students to learn?”

“How can I get them there?”

“Is there any necessary background knowledge they need to know first?”

“How can I make this more engaging?”

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Q2: What do my students already know? What do I want my students to learn? What steps will I take to ensure that my students reach the learning goals? What resources are available to help my students achieve these goals?

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Q1: High impact instruction elements were like a brief version of the TESS rubric really. Impactful instruction requires thoughtful planning, engaging and considerate delivery, a tight connection to standards, clearly set learning goals, and a monitoring of those goals through assessment which students are actively a part of.

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Response 1:

The AR TESS Rubric Descriptors for teachers and the video about high impact instruction go hand-in-hand. We all know that the better prepared you are for something, the greater the chance you have at being successful, and that is how the rubric and the elements of high impact instruction are connected, I believe. Strategically planning instruction requires the consideration of not just the content that you are teaching, but also, with whom you are teaching it to. Considering your audience, every aspect of your audience, will help lead to a more positive impact on your "audience" (students) at the end of your "performance" (lesson).

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Q2: First and foremost - What is the learning outcome I want my kiddos to achieve? HOW CAN I BEST HELP THEM TO ACHIEVE THAT GOAL? What resources could be helpful to me or my students in achieving that goal? What may confuse my students or be hard for them to relate to? What will my students need/want out of their instruction as individuals? What does previous assessment data and knowledge of my students tell me that can help me prepare for clear delivery of my lessons?

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Q2: What do I want students to learn? How will I know if they've learned it? How will I differentiate instruction? What teaching strategies will I use? What higher level thinking questions can I ask?

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Q1: Focus on effective teaching practices that will improve student growth. Student outcomes are clear with highly effective instructional methods. Focus on student needs when crafting assessments and instruction. Always have clear goals for yourself and your students.

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Making connections between High Impact Instructional Elements and the Arkansas TESS Rubric Descriptors is essential and pretty easy because they align very well together.

Clear learning goals - 1c setting instructional outcomes and 3a communicating with students

Formative assessments - 1f designing student assessments and 3d using assessment in instruction

Student engagement and active learning - 1e designing coherent instruction, 3c engaging students in learning, and 2b establishing a culture for learning

High order questioning - critical thinking - 3b using questioning and discussion, 3c engaging students in learning

Differentiation - 1b demonstrating knowledge of students, 3e demonstrating flexibility, 1e designing coherent instruction

Classroom Culture - 2a creating an environment of respect and rapport, 2d managing student behavior, 2c managing classroom procedures

Use of technology - 1d demonstrating knowledge of resources and 3c engaging students

Feedback - 3d using assessment in instruction and 3a communicating with students

Collaboration and ownership of learning - 3c engaging students in learning and 2b establishing a culture of learning

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Q2: Be intentional with asking purposeful questions. Think about common misconceptions before the lessons and be prepared for them.

*What do I want my students to be able to do after instruction?

*How can I present this in a different way?

*How will I assess my students after?

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Response 2:

What is it that I want my students to learn? What do they already know regarding this topic? How can I make sure that I am teaching to all of my students? Have I utilized all of my resources to the best of my ability? Have they mastered the skill? What can I do for those who didn't master it, and what can I do differently moving forward so that those same students don't find themselves struggling to conquer the tasks at hand in future lessons?

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What do I want students to learn by the end of this lesson?

What do I know about my students' academic levels, interests, cultural background, and learning styles?

What misconceptions might students have, and how will I address them?

How will I hook my students and keep them engaged in the lesson?

How will I check for understanding during the lesson?

What will I do if the lesson isn't going as planned?

What materials, tools, and technology is needed for the lesson?

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Q1: The high impact instruction elements and TESS rubric both focus on the importance of planning and how that impacts student achievement. Both mention learning targets and how they should align to assessments. Activities should be high quality and engaging.

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Q1: I noticed that the high impact instructional elements and the TESS rubric have a clear overlap. They have a ultimate focus of student learning and growth achieved by creating a culture for collaboration, reflection, research, and feedback.

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Q2: What do my students already know? What do they need to know? What strategies will keep them engaged? What will I do if they don’t understand the first time?

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What stands out to me is the need to understand the students and content to a level that you can intentionally plan instruction that will challenge students to fail forward and confidently assess their growth in the content progression.

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Q1:

The connection between high-quality instruction and the TESS descriptors is that both center on a deep understanding of each student. Teachers can plan lessons based on the students' educational background.

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Q2:

What is my objective?

How can I plan this lesson that will meet the needs of all students?

What questions do I want to ask?

How will I assess?

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Q2: What do I want my students to know? What do they already know? How will I know if they have learned it? What standard(s) does this align with? What are some possible misconceptions? How will I differentiate to reach all students? How do I make it engaging?

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Response 1: There is a close correlation between high-impact instruction and the TESS rubric. Both embody the elements of high quality instruction and student achievement as the primary focus.

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Teachers ask: What do the kids already know? What do I need them to know? How will I know that they know it?

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Q1: Effective instructions begins before the lesson even starts! You cannot fly by the seat of your pants if you want high impact instruction. Establishing a clear learning objective for students, preparing materials/resources, generating meaning questions, considering accommodations and modifications, and preparing assessments are all crucial parts of planing lessons. Because of this daunting task, it echoes the importance of collaboration among team members to help divide and conquer these tasks to ease the workload. A good plan on paper means nothing if the lesson is not delivered in a meaningful sequence, and our delivery should match our planning. Communicating a clear learning objective, using engagement strategies, and checking up on students through informal and formal assessments are necessary to ensure student achievement.

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Question 1:

High impact teaching involves careful planning and intentional instruction. It is data and student-driven; implemented with student achievement in mind. It communicates clear goals and objectives and holds students accountable to the learning required to achieve those goals. It sets expectations high, and then equips students to reach those expectations using knowledge of students, content, and pedagogy as well as utilization of resources.

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Q1: High-Impact Instruction and the Arkansas TESS Rubric have a direct relationship. At their core, they both focus on best practices that help students grow academically. Learning should be clear, active, and meaningful for all students. The actions taken by teachers when students are present or absent have an impact on the classroom environment.

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Question 2:

What do I want students to be able to do when this lesson is over?

What transfer of prior knowledge is necessary for the success of this lesson? What do I need to build on?

Do all of my students have mastery of this prior knowledge? If not, how do I need to scaffold to make the new content approachable for them?

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Q2: What are the learning targets for this standard? How can I chunk the content of this standard for this particular lesson? What prior knowledge is needed? What important vocabulary words need to be explained? By the end of this lesson, what do I want my students to be able to do? How will I know they learned the content?

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The elements and descriptors go hand in hand. Establishing clear goals and outcomes through explicit teaching with differentiation is an example, along with planning, modeling, and use data to drive instruction and activities.

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What do I want students to learn? How do I get them to learn it? What am I going to do if students do not learn it? What are the next steps after students learn what I have taught? How am I going to assess the learning? What are some misconceptions or issues that I may run into when teaching the material? What material will I need? What activities will this lesson require to engage students?

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Q2:

1. What are the learning objectives?

2. What do my students already know, and what do they need?

3. What instructional strategies will best support learning? (Materials, resources, technolgy)

4. How will I measure students level of understanding?

5. How will I model and provide helpful feedback as the lesson is taught ? (reteach and extensions)

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Q1: The high impact instruction elements and the Arkansas TESS Rubric Descriptors for Teachers both focus on a very thorough creation of a lesson. This begins before a teacher steps foot in the classroom on the first day of school, and there is no end. They both make references to standards, materials, students as a class, students as individuals, subject matter, environment, and every possible piece of this beautiful puzzle. Watching the video and reading through the rubric, I was reminded of the impact every moment in the classroom makes on a student. It is up to us to make every single moment count.

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Response 2: Questions to ask when planning for high quality instruction:

What do my students know? (data and knowledge of students)

What do I want my students to know? (setting instructional goals/outcomes)

What standards does my instructional goal align with? (designing coherent instruction)

What resources and activities will I use to engage students and meet their academic needs? (demonstrating a knowledge of resources)

What will I use to assess student progress based on their needs? (designing student assessment)

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Q2: "What else?" What else can I learn? What else do my students need to know? What else can I do to make sure they understand? What else can I do to engage them? What else can I do to make this a safe place? What else can I provide to enhance their learning? What else can I do to make this class period seamless and focused? What else can I do to be a better educator?

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Q1:

Being a highly effective teacher will have a direct impact on student achievement. The TESS Rubric continuously touches on the importance of differentiation, student learning, intentional planning, and overall student engagement. It is important to remember that we need to create a productive environment for students to learn, collaborate, and we need to model those expectations. Data driven learning should be evident in every lesson.

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Q1: High-impact instruction elements and the TESS rubric both focus on ways to enhance student achievement. They both focus on having knowledge of content/students, student engagement, high-level questioning, clear instructional outcomes, and purposeful assessment to guide future instruction.

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Q1: The high impact instructional elements and the TESS rubric are deeply connected—both focus on intentional planning, student-centered engagement, and responsive teaching. For example, the use of formative assessments (a high-impact strategy) aligns closely with TESS 3d: Using Assessment in Instruction, where teachers monitor progress and provide meaningful feedback. These frameworks work together to ensure that every part of instruction—from planning to delivery—is purposeful and focused on student growth.

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Q2: A teacher planning high-quality instruction might ask:

What do I want students to know and be able to do?

How will I know if they’ve learned it?

What strategies will support all learners in reaching this goal?

What misconceptions might come up—and how can I address them?

How can I keep students engaged, curious, and challenged?

These questions help ensure instruction is intentional, equitable, and impactful.

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Q2: Questions I ask:

1. Does this align with instructional outcomes and standards?

2. What do my students already know?

3. Does this align with the needs/interests/backgrounds of my students?

4. What high-level questions can I ask?

5. How can I differentiate the lesson for the needs of all learners?

6. How can I keep my students engaged?

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Q2:

What should I do to be better prepared to support students who aren't meeting the goal or learning objective? How can I push students who have already mastered the concept to understand and preform on a deeper level? What do students already know and what do I want them to achieve? How will I ensure that students are able to clearly communicate the desired outcome? What assessments will I use to determine mastery and how will the data drive further instruction?

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Q1: The high impact instruction elements and the Arkansas Tess Rubric had numerous areas that overlapped especially in Domain 3: Instruction. It helped to renew my faith that our state's evaluation system seemed to use quality research on highly impactful instruction when creating it. Elements like differentiation in instructional methods, clear learning objectives, collaboration, reflection, feedback, and assessments.

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Q1: High-impact instructional elements like clear learning objectives, rigorous questioning, and student engagement directly align with the Arkansas TESS Rubric. For example, setting clear goals and aligning assessments connect Domains 1 and 3, while building a positive and respectful classroom environment reflects Domain 2.  Domain 3 focuses on responsiveness through the use of formative assessments and appropriately adjusting instruction based on student needs.  By meeting the expectations outlined in Domain 1-3, teachers can support student success.

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Q2: There are numerous questions should be considered when planning for high quality instruction. The first one should be "what are the learning objectives for this lesson" you should always begin with the end in mind. After thinking of the goals of the lesson, ask "What instructional strategies should I implement to ensure that I engage all students in the learning?" Very soon after that a question of "How should I differentiate the overall lesson to meet the needs of learners in my room?" Another important question should be "How do I plan to assess my students understanding of the lesson" and "How will students receive the feedback about their level of understanding from the lesson?" and finally "What resources will I need to ensure the lesson and assessment flow together smoothly?"

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The AR TESS rubric emphasizes planning, instruction, and professionalism. These align well with high impact instructional elements. TESS guides teachers in delivering effective standard based learning and student centered outcomes.

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Q2: A teacher planning for high-quality instruction might ask:

What do we want the students to learn?

What prior knowledge or misconceptions might students bring?

How will we actively engage students in the learning?

How do we differentiate to meet the needs of diverse learners?

What do we do if they aren't learning the material?

How do we extend learning for those who know the material?

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High Impact instruction relates closely to the TESS rubric. Proper planning and adpating will make teaching for smoother. You can use the TESS rubric to use as a guide of how to teach high impact instruction

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When planning for high-quality instruction, a teacher considers several important questions: What are the clear learning objectives aligned with standards that students should achieve? How does the lesson connect to students’ prior knowledge, and which research-based strategies will best support their learning? How can instruction be differentiated to meet diverse needs, and what engaging materials and resources will enhance understanding? How will students be actively engaged throughout the lesson, and what formative assessments will be used to monitor their progress? In addition, how will timely and meaningful feedback be provided? What potential challenges might arise, and how can they be addressed? How can opportunities for student reflection and critical thinking be incorporated? Finally, how will the teacher evaluate the lesson’s effectiveness and make necessary adjustments for future instruction?

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"What do my students already know and how can they bring that knowledge into their new learning?

"How can I check to make sure they are grasping the material (aka what assessments are needed)?"

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The high impact instruction elements are connected to the Arkansas TESS Rubric Indicators in that it highlights key, critical elements from TESS. The high impact instruction elements focus on planning and delivery of a few TESS elements from the first three domains. Some of the connected areas include Setting Instructional Outcomes, Designing Coherent Instruction, Managing Classroom Procedures and Engaging Students in Learning.

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1. What do I want students to be able to do at the end of the lesson?

2. How will I know if students have met the goal?

3. What will I do when students do not meet the goal?

4. How will I extend the lesson for students who do meet the goal?

5. What background info/scaffolding might students need?

6. How can I differentiate the lesson for different level learners?

7. What are some effective strategies and activities I can use for students?

8. What real world connections can I make to the content?

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Q1: High impact instruction elements and AR Tess Rubric show the basic/foundational criterion for making sure there is INTENTIONALITY in planning, executing, assessing and reteaching (when/where necessary) when it comes to student learning, teacher collaboration, and making sure you can compare apples to apples with other teachers and student work. There needs to be a variety of options to help students not 'if' but WHEN they all do not understand the concept and how to get them help with a specialist or interventionist when necessary. High impact instruction can only come with a team of teachers, not because of one lone hero teacher.

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Q1: The high impact instruction elements and the Arkansas TESS rubric both focus on high quality instruction and student engagement. They both emphasize high quality resources and instruction which drive student achievement. Clearly communicating learning outcomes, expectations and providing valuable feedback while ensuring that students are actively engaged in learning are also key points of both.

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Q1: After watching the video and digging into the TESS rubric, it is clea that high impact instruction describes a 'highly effective' educator for the state of arkansas. The TESS domains are clearly linked to eachpiece of high impact instruction (HII).

Planning (HII)-Domain 1 (TESS)

Delivery (HII)- Domain 2 (TESS)

Measurement (HII)-A mix between Domain 3 and 4 (TESS)

Domain 4 is easily sprinkled in to each of the HII pieces.

Needless to say, in Arkansas you will be considered a highly effective teacher if you can apply high impact instruction in your classroom.

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Q2: The questions a teacher asks when planning for high quality instruction should start with. . .

1. what kind of students do I have, what is the objective/standard or aim (lesson to be learned) and what gaps AND background knowledge do we (students) already know about so we don't start from scratch, but we also don't start too far ahead.

2. We need to know what kind of assessment works well with these students and if it is necessary to stretch them on their assessment abilities or if the KIND of assessment is going to be just as big of a problem (Use computer/easy grading? Use paper for simplicity? Other ideas/issues?)

3. How can I modify my lesson and/or assessment for students who really have a disadvantage and need help without simply giving them the answer.

4. How can I have an assessment that is able to be collaborative with other teachers and THEIR student needs and how do I find time/resources to reteach if/when students have misperceptions.

5. How can I keep it all fun/engaging during the whole process? (What can I use from life to make this more applicable without costing too much time?)

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Q2:

What do my students already know?

What is the objective for this lesson?

Do I need to add any background prior to the lesson?

What strategies should I use to teach this concept?

How will I know that they have mastered this concept?

How can I engage my students?

How will I differentiate?

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Q2:

What is the purpose of my lesson? What do I want students to gain from this lesson? What standards am I focussing on?

What background information do my students already know or need to know in order to be successful during this lesson?

How will I keep students actively engaged? What strategies will I apply in order to maintain attention?

How will I know that students understand the material? What indicators am I looking for in terms of struggling learners?

How am I going to assess this material? Does my assessment match the purpose of this lesson?

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Both the high impact instruction elements and Arkansas TESS rubric are both focused on how to obtain student achievement. They both push for teachers and students to have high expectations and drive to achieve goals that are set through collaboration, differentiation, reflection, assessments, and feedback.

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What standard(s) are being addressed?

What is the background knowledge of my students, and how can I build on it?

How can I scaffold this lesson to assure each student can be successful?

What will keep my students engaged during this lesson?

How will I know my students have learned?

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High impact instruction requires teachers to be planning grade level lessons, with clear objectives, using assessments that result in meaningful data. This aligns heavily with TESS domains 1 &3. Similarly high impact instruction focuses on the whole child! You have to build relationships and trust: "they don't care how much you know until they know how much you care!". This aligns with TESS domain 2. All of these elements require teachers to reflect on their practice and identify what is working and what could be improved which also aligns to the rubric.

In order to be an effective teacher on this scale, a teacher needs to be utilizing high impact instruction elements.

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What is the objective? Is it truly related to the standard? Is it on grade level?

What refresher might students need?

What previous learning will we need to access/activate?

What supports might students need?

How will I engage students?

How will students show their learning?

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The connections between the high impact instruction elements and the Arkansas TESS Rubric Descriptors for Teachers are all about student achievement. Planning should be intentional, related to student engagement and learning targets, and easily assessable (whether formal or informal).

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Teachers need to ask these questions when planning for high quality instruction:

-is it developmentally appropriate

-do the students have a background or do we need to provide a background for the students to build upon

-what the learning target will be

-how to assess the learning target

-is the lesson engaging

-are the materials being used HQIM

-how to differentiate for the higher level and lower level students

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Q1: Tess Highly Effective elements overlaps with the video. Both are focusing on teaching methods, differentiation, and students achievement

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Q2: What prior knowledge do my students have, what needs to be re-taught in a different way so all students will understand the concepts. What ways can I differentiate the lesson for IEP and 504 students. What can I do to keep my students engaged. What resources do I need, how will I know if my students have achieved the lesson's goal (poll, thumbs up, exit ticket)?

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The connections are both are focusing on student engagement, student achievement and differentation of delivery of instruction.

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Question 2: What is the objective? What do I want my students to be able to do as a result of this lesson? What prior knowledge needs to be activated in order for the students to understand the content? As far as how will I know my students have learned what I want them to is by using exit tickets and making sure my objective is skill based so that they have to use it as a building tool for later instruction.

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Before students can begin to learn, they have to feel safe in the learning environment. Creating a positive classroom atmosphere is vital to student learning. This connects to TESS Domain 2.

We as teachers have to plan strategically to ensure we are teaching our students what they need to learn in a meaningful and engaging way. We must plan our learning goals from state standards or College Board (for AP teachers like myself). We have to model appropriately and with clarity so our students see what the standard is that they are trying to reach. This planning and modeling connects to TESS Domains 1 and 3.

We have an obligation to continue to grow as educators. This involves reflecting on our lessons - what went well, what needs improvement - as well as our own continuing education. We need to take our own professional development seriously and intentionally implement what we learn in our classrooms. As lead teachers we should share strategies that we have learned through experience and professional development with our mentees and other colleagues. This connects to TESS Domain 4.

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When planning for instruction, one needs to ask "what do I want students to know and be able to do by the end of this unit?". If we do not see the end goal when planning, we could get off track, chase a rabbit or two, and never give our students the tools to reach the main goal of the unit.

One should also ask "what will the students struggle with in this unit, and how can I help students avoid pitfalls?". As we all know, students will struggle with different things, and we need to be prepared to differentiate for our learners.

Another question educators should ask themselves when planning for a unit is "how can I make this learning relevant and engaging for my students?". Making learning relevant to students will increase their engagement. If they see a need to learn a concept, they are much more likely to be engaged in the topic.

While planning a unit, we should also ask ourselves, "how will I know if the students have learned the objectives, and what will I do for those who haven't?". We have to include good questioning techniques along the way - this includes formative assessments whether in the form of whole class discussions or exit tickets, etc. - before the summative assessment. There also needs to be a plan for those students who did not learn the objectives. For example, I offer "retests" in my classes for those who need more time and clarification before they exhibit mastery of the topics.